FORMAÇÃO DE PROFESSORES E A EDUCAÇÃO INCLUSIVA DE PESSOAS COM NECESSIDADES EDUCATIVAS ESPECIAIS: APONTANDO LIMITES E POSSIBILIDADES

Abstract

This article aims to raise discussions about the need to train teachers from the perspective of special education and to analyze the educational policies that legislate on initial and continuing training of these professionals to serve this clientele. The choice of theme is justified under the assumption that teacher training in undergraduate courses has always been on the sidelines of a conception aimed at serving students in their diversities, but with the democratization of education and the increase in enrollment of this population in education. regular, it was necessary for the education systems to organize themselves to receive all students, without distinction, in their schools. The research is qualitative in nature and took place through a bibliographic review of articles that address the subject. The data reveal the contributions of Tanuri (2000), Tardif (2002), Cunha (2015), among others. The authors question teacher training without an inclusive perspective, despite the existence of legal regulations that guide and support these practices. In this sense, the responsibility for training falls on those involved. It is concluded that it is not enough to insert, but it is also necessary to guarantee the conditions of access, permanence and possible learning for the special education public.